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The Differential Outcomes Effect : Teaching Verbal Operants

The Differential Outcomes Effect : Teaching Verbal Operants. Michelle Olson, M.S, Mark Harvey, Ph.D, BCBA Ansley Hodges, M.S., BCBA, Eb Blakely, Ph.D, BCBA-D Florida Institute of Technology and QuestKids. Typical Procedure. Differential Outcomes Procedure.

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The Differential Outcomes Effect : Teaching Verbal Operants

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  1. The Differential Outcomes Effect: Teaching Verbal Operants Michelle Olson, M.S, Mark Harvey, Ph.D, BCBA Ansley Hodges, M.S., BCBA, Eb Blakely, Ph.D, BCBA-D Florida Institute of Technology and QuestKids

  2. Typical Procedure

  3. Differential Outcomes Procedure • Different reinforcers in a discrimination task, correlated with each kind of response Differential Outcomes Effect Increase rate of acquisition and/or maintain higher steady state performance

  4. Lab Studies With Nonhumans:Variety of discrimination Paradigms Two Choice Discrimination Experiments

  5. Two-Choice Procedure: Correlated Outcomes Light Light

  6. Two-Choice Control Procedure:Uncorrelated Outcomes Light Light

  7. Two-Choice Control Procedure:Confound???? 1. Two reinforcers2. Correlated outcomes Typical DOE Food Food Food Water

  8. Human Application: Correlated Outcomes

  9. Human Application:Uncorrelated Outcomes

  10. Experiment 1: Extension to Verbal Operants • Two boys with autism – 8 and 5 years old • QuestKids Academy –

  11. Experiment 1 Design • Alternating Treatments • Dependent Variable: • % correct of intraverbal responses • Independent Variable: • Correlated vs. Uncorrelated outcomes

  12. Baseline Procedure

  13. General Treatment Procedure

  14. Intraverbal Tasks Correlated Task Uncorrelated Task

  15. Video • Show video Clip

  16. Santi: Intraverbals Correlated Task Uncorrelated Task

  17. Results Experiment 1: Santi

  18. Josh: Intraverbals Correlated Task Uncorrelated Task

  19. Results Experiment 1: Josh Decreased # experimenters

  20. Experiment 2: Extension to Intraverbals and Tacts • Two different boys with autism both 8 years old • QuestKids Academy –

  21. Experiment 2 • Design: • Alternating Treatments • Multiple baseline across verbal operants • Dependent Variable: • % correct responses • Note: 100% and 97%, IOA respectively • Independent Variable: • Correlated vs. Uncorrelated outcomes

  22. Caliel: Tacts Correlated Task Uncorrelated Task

  23. Caliel: Intraverbals Correlated Task Uncorrelated Task

  24. ResultsExperiment 2: Caliel

  25. Austin: Tacts Correlated Task Uncorrelated Task

  26. Austin: Intraverbals Correlated Task Uncorrelated Task

  27. ResultsExperiment 2: Austin

  28. Discussion of Austin Why was uncorrelated more effective? Correlated Task

  29. Summary of Results

  30. Discussion • DOE procedure has promise in teaching verbal operants, especially intraverbals • Task difficulty critical element • Use when traditional procedures don’t work

  31. Discussion • Future Directions • Intraverbals replications • Recall / Comprehension (DTMS) • Different ages / abilities

  32. End For this PowerPoint and references Website: www.fitaba.com Email: eblakely@questinc.org

  33. Differential Outcomes Effect Match-to-Sample

  34. Traditional Discrimination Training Assay: Match-to-sample Food Food Choice stimuli Sample stimulus

  35. DOE Procedure Food Drink Sample stimulus

  36. DOE Procedure Food Drink Sample stimulus

  37. DOE Control Procedures Uncorrelated Correlated .5 Food/.5 Drink .5 Food/.5 Drink Food Drink Sample stimulus Sample stimulus

  38. DOE Procedure: Application Academic Tasks Candy Soda A B SD: “Point to A” SD: “Point to B”

  39. DOE Procedure: Application Recall Tasks Candy Soda “Sandwich” “My friend Will” SD: “What did you just eat?” SD: “Who did you just talk to?”

  40. Exercises • The DOE is an effect in which different _________ are used for different ________ in a discrimination task. • What is the proper control procedure in a DOE study? • Pick a task that you are teaching, and design a DOE procedure for it.

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